Qualification in Educational Psychology (Scotland) (Stage 2) Supervisor Handbook

Transcription

1 The British Psychoogica Society Promoting exceence in psychoogy Quaification in Educationa Psychoogy (Scotand) (Stage 2) Supervisor Handbook September

2 Contents 1. Introduction 1.1 Wecome from the Quaifications Board About the Quaification in Educationa Psychoogy (Scotand) (Stage 2) Aims of the QEP(S) (Stage Structure and eve About us The roe of the Coordinating Supervisor 2.1 Training and registration requirements Outine of duties.7 3. The roe of the Additiona Supervisor 3.1 Registration requirements Outine of duties.8 4. The enroment process 4.1 Pacement arrangements the probationary period Workpace audit and risk assessment Professiona indemnity insurance Supervision arrangements 5.1 Ongoing contact The supervision contract Group supervision Assessment 6.1 Portfoio of competence Contents of the portfoio of competence submission Outcome of assessment Resubmission Ethics and Professiona Conduct 7.1 Procedure for grievances which occur during supervised practice Ethics Appendices Appendix 1: Assessment criteria Appendix 2: The Scottish Credit and Quaifications Framework (SCQF) descriptors 1

3 1. Introduction 1.1 Wecome Dear supervisor, We woud ike to extend a warm wecome and thanks to you for your roe in supporting a probationer educationa psychoogist. It is recognised that this is not a task to be taken ighty and that the job which you are undertaking is vita in ensuring the continuing quaity and professionaity of educationa psychoogy now and in the future. Your roe as a Co-ordinating (CS) or Additiona Supervisor (AS) is crucia to the professiona deveopment of the candidate (probationer) and contributes significanty to their successfu competion of the quaification. We have prepared this Handbook to hep guide you through the process of supervising a candidate and of the Society s requirements. It is essentia that both candidates and supervisors recognise the rigour with which the Quaification wi be assessed in order to meet the HCPC requirements for registration. Likewise, the Quaification must be recognised as having parity with other quaifications in educationa psychoogy. To this end, the Quaification is assessed using the Leve 12 (doctora eve) descriptors. We woud, therefore, urge candidates and supervisors aike to famiiarise themseves with the descriptors and utiise them to anayse practice and describe goas and progress. The CS and AS have a roe in supporting the candidate to ensure they are demonstrating competence to practice at this professiona eve. The Society provides support to supervisors via the Quaifications Administrator and Chief Supervisor/Registrar. Annua supervisor training is provided and supervisors shoud refresh their training every two years to retain their incusion on the Register of Appied Psychoogy Practice Supervisors (RAPPS). Once again, on behaf of the profession as a whoe, we thank you for your hard work and diigence in supporting the professiona deveopment of a probationer educationa psychoogist. We hope that you wi find this Handbook hepfu and pease do et us know if you have any questions or feedback at edscotand.quaification@bps.org.uk. We wi aso activey seek your feedback through surveys from time to time. Best wishes, The Educationa Psychoogy (Scotand) Quaifications Board 2

4 1.2 About the Quaification in Educationa Psychoogy (Scotand) (Stage 2) The Quaification in Educationa Psychoogy (Scotand) (QEP) (Stage 2) is a professiona body quaification and provides a route where candidates can acquire the skis necessary to become a safe, effective and ethica autonomous practitioner in educationa psychoogy in Scotand. It buids on the knowedge and skis that the candidate acquired in their stage 1 training and is designed so that they can take responsibiity for their own earning and training. Candidates wi do this with the support of the Quaifications Board, the Quaifications Administrator, and the Coordinating and Additiona Supervisors. Candidates wi normay be enroed for a minimum of one year (fu time) or the part time equivaent. The QEP(S) is the route to eigibiity for Chartered Membership of the Society, Fu membership of the Scottish Division of Educationa Psychoogy (SDEP) and registration as an educationa psychoogist with the Heath and Care Professions Counci (HCPC). 1.3 Aims of the QEP(S) (Stage 2) Upon successfu competion of the QEP(S) (Stage 2) candidates wi be: effective, ethica and refective practitioners who wi engage in ifeong earning and deveopment, commensurate for an independent appied psychoogy practitioner. competent across the five content areas ( Currie functions) of educationa psychoogy. abe to understand, deveop and appy modes of psychoogica inquiry for the creation of new knowedge which is appropriate for the mutidimensiona nature of reationships between peope. abe to appreciate the significance of wider socia, cutura and poitica domains within which educationa psychoogy in Scotand operates. 1.4 Structure and eve The QEP (Stage 2) comprises of three dimensions: Knowedge Dimension: the underpinning knowedge base (MSc). Research Dimension: the research eement of training (MSc and Stage 2). Practice Dimension: supervised practice during the MSc and a probationary year (Stage 2). Candidates wi be required to demonstrate that they have met the competencies across the five core Currie functions required to become an Educationa Psychoogist in Scotand: Assessment Consutation Intervention Research Training 3

5 The core functions shoud be carried out across differing eves of intervention as foows: 1) At the individua chid or famiy eve (e.g. case working, assessment, intervention and consutation). 2) The systemic eve of the schoo or estabishment (e.g. consutation, staff deveopment and training and research). 3) The eve of the oca education authority/counci (e.g. consutation, research, staff deveopment and training, participation in strategic panning or poicy deveopment). The QEP(S) is benchmarked at doctora eve (eve 12) according to the Scottish Credit and Quaifications Framework (SCQF) pease, see appendix 2. 4

6 1.5 About us The QEP(S) is administered by the Programme Team. The Team consists of the Educationa Psychoogy (Scotand) Quaifications Board (EP(S)QB), the Quaifications Team and the Assessment Team. Educationa Psychoogy (Scotand) Quaifications Board The Board consists of the foowing roes: Chair The Chair of the Board oversees a matters reating to the quaification, incuding enroment and assessment, advising the Board on poicy and procedura updates, and ensuring that resuts are reeased within the given deadine. Chief Supervisor/Registrar The Chief Supervisor/Registrar is responsibe for approving supervisors, scrutinising candidates enroment appications and progress submissions. They aso have oversight of the supervisory process and remain separate from the assessment process at a times. The Chief Supervisor/Registrar, in conjunction with the Quaifications Administrator, wi have responsibiity for a communications with you reating to the Quaification and is on hand to hep with any queries or questions either you or your candidate have throughout enroment. Chief Assessor The Chief Assessor has oversight of the entire assessment process and coordinates a team of assessors who assess candidate submissions. Externa Examiner The Board aso appoints an Externa Examiner to oversee the enroment and assessment processes and ensures that standards (SQCF descriptors) are maintained. Quaifications Team The roe of the Quaifications Team is to ensure the smooth running and ongoing deveopment of the Society s quaifications. The main point of contact in the Quaifications Team wi be the Quaifications Administrator, who wi iaise with members of the Board on your/the candidate s behaf to answer questions and hep with queries. You can expect the Quaifications Administrator to do the foowing: 1) answer queries reating to the administration of training; 2) forward any queries that they are not abe to answer (which are usuay those of an academic nature) to the appropriate Board Officer; 3) process the enroment form and payment; 4) process assessments (e.g. sending these to the reevant assessor, ogging the outcome of assessment and issuing the resut s etters); 5) ensure that the BPS Quaifications pages of the website are kept up-to-date. 5

7 Assessor Team The EP(S)QB has a team of experienced assessors who are responsibe for assessing submissions to determine whether candidates have demonstrated the required competencies. 6

8 2. The roe of the Co-ordinating Supervisor 2.1 Training and registration requirements As Co-ordinating Supervisor (CS) you wi have overa responsibiity for co-ordinating the candidate s training and guiding them through the Quaification. In order to undertake the CS roe, you must be a Chartered Member of the Society, a Fu member of the Scottish Division of Educationa Psychoogy (SDEP) and have been registered as an educationa psychoogist with the HCPC for a minimum of two years. You must aso be isted on the Society s Register of Appied Psychoogy Practice Supervisors (RAPPS). If you are not aready isted on RAPPS, you wi be required to compete the Board s supervisor training, which consists of two onine modues (Modue 1 is focused on genera supervision and Modue 2 is specific to the Quaification) and a supervisor workshop. The supervisor workshop is provided by the Quaification Board s Chief Supervisor/Registrar on an annua basis. CSs who are aready isted on RAPPS must compete refresher supervisor training at east every two years. If you fai to attend a supervisor workshop within a 2 year period, you wi be removed from RAPPS and your candidate(s) wi need to transfer to a new CS. The Chief Supervisor/Registrar wi support any candidates who need to transfer to a new CS under these circumstances. 2.2 Outine of duties The CS is required to undertake the foowing duties: Undertake a needs anaysis at the outset of the candidate s probationary period. Assist with the candidate s enroment appication. Oversee the preparation of the candidate s Pan of Training, and revise it as necessary. Maintain monthy contact with the candidate, which incudes hoding compusory quartery face-to-face meetings with them during the probationary period. Review and set objectives, in agreement with the candidate and pacement host. Provide the candidate with information reevant to their probationary period (e.g. ethica, organisationa, professiona). Provide the candidate with guidance on necessary opportunities reevant to the satisfactory competion of the key roes. Observe or arrange for the candidate to be observed working in a practitioner situation. Appraise the candidate s integration and effectiveness, and provide positive and critica feedback on their strengths and weaknesses. Encourage the candidate to refect on their earning and practice and to engage in creativity, probem-soving and the integration of theory and practice. Listen to the candidate s views and concerns regarding their work in progress and offer appropriate advice. Provide feedback and guidance on the written work the candidate prepares for assessment, to ensure that the work meets doctora eve standard (SCQF eve 12). This shoud incude, reading the candidate s initia drafts of work pace evidence and offering any suggestions for further deveopment and improvement. Ensure that the candidate s practice diary and supervision og are kept up to date. Countersign a the reevant forms and submission documents Compete the required sections of the candidate s Portfoio of Competence 7

9 3. The roe of the Additiona Supervisor 3.1 Registration requirements Candidates shoud be supervised by suitaby trained, experienced and registered educationa psychoogists. It may be agreed with the candidate or empoyer that it is appropriate to engage the expertise of an Additiona Supervisor (AS) to supervise specific areas of training. The reason for requiring an AS shoud be given at enroment in order to seek approva from the Chief Supervisor/Registrar. The AS need not necessariy be a Chartered Member but must have been quaified for at east two years and be registered with the HCPC as an educationa psychoogist. The candidate shoud estabish a process for communication between the Co-ordinating and Additiona Supervisor. The Co-ordinating Supervisor retains overa responsibiity for the candidate s supervision. 3.2 Outine of duties Liaise with the Co-ordinating Supervisor; Provide the candidate with direct supervision in a given area of work in ine with the pan of training; Countersign reevant documentation for both enroment and assessment; Listen to the candidate s views about work that is in progress and advise as appropriate; Mode and teach practica competence through iustration, prompting and feedback; Encourage candidates to appy best practice and communication; Appraise the candidate s effectiveness and provide positive and constructive feedback on their strengths and areas for deveopment. 8

10 4. The enroment process 4.1 Pacement arrangements the probationary period As part of the overa process for putting together the Pan of Training, there wi be a responsibiity for arranging the probationary period. A candidates undertaking the QEP(S) must be empoyed in a Society-accredited educationa psychoogy service in Scotand. The probationary period consists of one year s fu-time supervised practice (or the part-time equivaent) under the supervision of an appropriatey quaified Co-ordinating Supervisor (CS), in order to deveop the knowedge and skis to practice independenty. The educationa psychoogy service and the CS have a responsibiity to ensure that each pacement wi provide an appropriate earning experience. This incudes approving the Additiona Supervisor (AS), if one is required. Often, candidates wi compete the quaification from their work in one setting but it is increasingy common for competion across different settings. The enroment form asks for information about the accredited service the candidate wi be working in and the support that wi be avaiabe to them. This is so we can be assured that the pacement provides a suitabe and safe earning environment. During the probationary period, the candidate wi gain experience through undertaking a reduced workoad reative to the service. It is the service s responsibiity to ensure that the candidate has a protected reduction in their workoad throughout the probationary period. Usuay, services have foowed a 20 per cent reduction in caseoad rue; however, given that the QEP(S) may have sighty greater demands on candidates and their CS, this reduction shoud be viewed as a minimum. In addition, the service may aso consider arrangements to provide protected time to supervisors in order to fufi their roe. Before approving the probationary period, the CS shoud consider a number of factors: It is important that the practice setting wi provide a safe and supportive environment and a risk assessment is undertaken. The CS shoud consut the accredited service about the most appropriate person to undertake the risk assessment. Some organisations wi have a heath and safety officer who wi be abe to hep with the risk assessment. However, overa responsibiity rests with the CS, who must be satisfied that the pacement wi provide a safe environment for the candidate. The organisation in which the supervised practice is taking pace must compy with certain requirements in order to ensure it wi provide an appropriate earning environment for the trainee. The workpace audit form (pease, see section 4.2) has been designed to hep the CS to ensure that these requirements are met. For each pacement, the pacement approva documentation, which is part of the enroment form, shoud be competed and signed by a parties. This shoud be sent to the CS, who shoud countersign the form before the candidate submits it to the Chief Supervisor/Registrar. 9

11 4.2 Workpace audit and risk assessment A workpace audit and risk assessment form must be competed and submitted with the enroment form. The audit wi need to be reviewed on an annua basis. If the candidate changes setting during their enroment then a change of setting form must be competed as we as a new workpace audit and risk assessment. The CS is responsibe for ensuring that pacements take pace in a safe environment. By competing the risk assessment, candidates wi deveop a sense of responsibiity for their own safety and that of others in the workpace. For many candidates, this wi be something new, so it is important that the CS/AS reviews the risk assessment with them. The CS shoud be satisfied that the poicies, and their impementation, are adequate to provide for a safe pacement environment. Any concerns shoud be discussed with the Chief Supervisor/Registrar and resoved before a pacement is approved. A note of the concerns and action taken to resove it shoud be added to the Pacement Audit action pan, which is part of the enroment form. Pease, aso check with the accredited service that the candidate s induction wi incude the organisationa heath and safety poicies, one working poicies and any other poicies reevant to the safety of the candidate during their pacement. The candidate shoud compete an induction checkist after their induction to ensure that a reevant information has been incuded. 4.3 Professiona indemnity insurance Candidates are required to ensure that they have appropriate professiona indemnity insurance in pace before they enro. Often this wi be provided by their empoyer but they wi need to check they are covered for a of their supervised practice as a candidate. Supervisors may aso wish to check that their own professiona indemnity insurance covers them for their roe. 10

12 5. Supervision arrangements 5.1 Ongoing contact Throughout the candidate s enroment the Co-ordinating Supervisor (CS) is required to hod face-to-face meetings with them at east once every three months. At these quartery meetings, the CS and the candidate wi compete the Quartery Supervisory Meeting Record form. In between the meetings, CSs wi need to maintain reguar contact with the candidate so that they can be kept up to date with progress and, aso, be aware of any queries or concerns that may arise during training. This contact coud be by emai, teephone or other means, as appropriate to the matter that you need to discuss. Pease keep a record of a contact. When commencing the QEP(S), the first quartery meeting wi be to agree the pan for deveopment activities in the first three months and the competencies which the candidate wi aim to deveop. Subsequenty, the CS and candidate wi have a face-to-face meeting once a quarter at which they wi review progress against the previous pan and agree the pan for the next quarter, identifying the personne who wi support the candidate in deveopment of the next set of competencies. This information wi be recorded on the quartery review form, which, aso, has a fina section for the candidate and CS to note any comments or concerns that they wish to present directy to the Chief Supervisor/Registrar and/or any feedback for the Quaifications Team. Where an Additiona Supervisor (AS) is invoved in the candidate s training, the CS shoud make appropriate arrangements to communicate with the candidate and AS before, during and after the pacement. The candidate and the supervisor shoud each know how to contact the CS if they fee it is appropriate, and shoud agree to do so in the event of any concerns about the pacement. The CS and, where appropriate, the AS wi have some contact before the pacement so that the CS is satisfied as to the arrangements for the pacement. Contact during the pacement is aso important. At the end of the pacement, the CS and the AS shoud make contact to discuss the candidate s progress and any issues highighted in the Evauation of Professiona Competence Form. 5.2 The supervision contract The CS and AS wi need to agree a contract with the candidate before they can appy to enro. A copy of the contract must be incuded in the candidate s enroment appication. A sampe contract is avaiabe on the QEP (Stage 2) webpage, which can be amended to suit individua arrangements. The contract shoud set out what is expected of each party; the minimum number of meetings; the means by which meetings or supervision might take pace (face to face, teephone, e- mai); what is expected of the candidate, e.g. what preparation is required for supervision meetings and detais of a fees payabe to the supervisor. In addition to the minimum supervision requirements, pease bear in mind that some candidates may need more support and supervision than the minimum specified and this shoud be accommodated for in the contractua arrangement. Some points in the process may aso require more input than others, e.g. putting together an enroment appication may require more face-to-face meetings between the CS and candidate in a shorter period, with no further face-to-face meetings needed unti the foowing quarter. 11

13 The candidate, CS and AS, if appicabe, must a have a copy of the contract, a copy wi aso be odged with the Society. 5.3 Group supervision Supervisors may be supervising severa candidates and choose to undertake group supervision. This can have advantages for candidates who can benefit from the shared earning experience. When supervising a group of candidates together, each candidate wi be deemed to have received a imited amount of supervision within the session. Therefore, if group supervision is to count towards the tota overa supervision hours required, it shoud be apportioned appropriatey. For exampe, a two hour supervision session invoving a group of four trainees shoud be counted as 30 minutes of supervision for each individua. Finay, whist group supervision can provide benefits to candidates, it is not a substitute for individua one to one supervision. There shoud be an appropriate baance. 12

14 6. Assessment 6.1 Portfoio of competence The assessment process consists of a Portfoio of Competence, which candidates are required to submit at the end of the Quaification (probationary period). Candidates usuay submit their Portfoio of Competence one year (or the part-time equivaent) after beginning the probationary period and it must reach the Quaifications Office no ater than the fifth day of the month. Candidates are required to register one month in advance. Candidates wi need to compete their documentation in conjunction with their Co-ordinating (CS) and Additiona Supervisor (AS). The CS is expected to comment on issues such as any practica chaenges that they may have faced, the quaity of work they have produced, or particuary significant earning experiences. They are aso expected to read the submission before it is sent for assessment and agree that it is ready to be assessed. 6.2 Contents of the portfoio of competence submission The Portfoio of Competence submission consists of the foowing: Refective Practice Log. Workpace Evidence submissions. Quartery Supervisory Meeting Record. Evauation of Professiona Competence (EPC) form. Updated Pan of Training (if appicabe). For further information in reation to the submission, pease, see the Candidate Handbook. 6.3 Outcome of assessment The overa outcome of assessment in reation to the five core Currie functions: Assessment, Consutation, Intervention, Research and Training is one of the foowing: Competence Demonstrated. Competence Not Yet Demonstrated. Conditiona Pass. Fai. Pease see appendix one for information on the assessment criteria. Candidates are provided with three assessment attempts. Once the assessors have assessed the submission, they wi present their recommendation and feedback to the Chief Assessor. The candidate and CS wi be informed of the assessment outcome within three months of the submission deadine. 6.4 Resubmission If the outcome of assessment is Competence Not Yet Demonstrated, candidates wi be required to resubmit either a or part of their work. The resubmission wi be assessed, usuay, by the same assessors and the candidate and CS wi get the assessment decision within three months of the submission date. 13

15 7. Ethics and Professiona Conduct 7.1 Procedure for grievances which occur during supervised practice Candidates for the QEP (Scotand) (Stage 2) wi normay be empoyed during their period of supervised practice. Candidates shoud have an empoyment contract or, in the case of unpaid pacements, an honorary contract with the accredited service. This contract shoud refer to the accredited service grievance and discipinary procedures. Where possibe this shoud be provided at enroment and, subsequenty, whenever supervised practice is arranged with a new empoyer or institution. If the grievance or discipinary procedure is foowed by the empoyer in reation to either the candidate or the Co-ordinating and/or Additiona Supervisor (CS and/or AS) then the Chief Supervisor/Registrar shoud be informed that the procedure has been foowed and of the outcome. Where appropriate the reguation reating to Avoidance of Academic and other Misconduct (Reguations for the Society s Postgraduate Quaifications) wi be invoked. In some cases, the probem or issue which arises may fa outside of the accredited service s procedures. For exampe, the candidate or supervisor may be concerned that the other party is not fufiing their side of the supervision contract or there may be issues which reate specificay to the QEP (Scotand) (Stage 2) which are not considered by the empoyer to fa under its procedures. As a genera rue, the supervisor(s) and candidate shoud aways seek to resove any issue, in the first instance. In cases which do not incude the CS, either party may approach this person to faciitate such discussions. The CS may seek the advice of the Chief Supervisor/Registrar if they fee this is appropriate. If the probem cannot be resoved informay, and the accredited service s own procedures do not appy, then the foowing procedure can be invoked. Where the grievance does not invove the CS, the candidate and/or the supervisor shoud raise the issue with them and advise them that either the probem has not been resoved informay or that the probem is so serious as to precude an informa resoution. If the CS is invoved in the grievance then step (i) shoud be omitted. The CS shoud inform the Chief Supervisor/Registrar that the issue has been raised (if the CS is raising the issue then step (i) wi be omitted). When doing so they shoud provide information about the nature of the probem and any action or discussions which may have aready been taken in order to attempt an informa resoution. The CS shoud aso provide an expanation about why the probem is not being deat with by the accredited services own grievance and/ or discipinary procedures. If the issue pertains to the CS then the AS or candidate may raise this directy with the Chief Supervisor/Registrar, who wi then be abe to discuss the issue with the Chair of the Board and together they wi decide: i. In the case of a matter reated to the conduct of the candidate whether Reguation 5.3 (Reguations for the Society s Postgraduate Quaifications) shoud be invoked. If so the provisions of that reguation wi appy to the remainder of the case. ii. In the case of a matter reated to the conduct of the Work Pace Supervisor, whether or not the matter shoud be reported to any reguator or professiona body. iii. In any case whether there shoud be a change of Additiona Supervisor or Coordinating Supervisor. iv. Whether or not the pacement remains suitabe in meeting Quaification requirements and, as a consequence, whether any changes to the pan of training are required. 14

16 In a cases the Chief Supervisor/Registrar and Chair of the Board may seek any information they need in order to inform their decision from any of the parties invoved (which may incude the service in which the pacement is taking pace) before reaching a decision. They wi attempt to reach a decision and inform the parties invoved within six weeks of being informed of the issue by the CS. Where this is not possibe (for exampe, because requests for further information have not been responded to in a timey manner) the parties invoved wi be kept informed about any deays and, where possibe, a ikey date of resoution. 7.2 Ethics During a of their work, candidates are expected to compy with the Society s Code of Ethics and Conduct and the Generic Professiona Practice Guideines as we as maintaining an awareness of the HCPC Standards of Conduct, Performance and Ethics. Cient consent The issue of informed consent is centra to ethica practice. Supervisors shoud discuss with candidates any particuar issues regarding cient consent within the context of their professiona roe and shoud ensure that organisationa requirements for cient consent are adhered to. Cients shoud be informed that the candidate is undergoing their probationary period and working under supervision, and shoud highight the imits of confidentiaity within the context. Recording sessions Some quaifications require that candidates record sessions with cients as part of the process of coecting evidence. Recording sessions can aso be a usefu too in the deveopmenta process, enabing supervisors and candidates to review sessions together to identify earning points. Specific consent shoud be sought for the recording of sessions. 15

17 Appendix 1: Assessment Criteria Genera information reating to the outcomes of assessments (e.g. marking conventions, procedures reating to re-submissions, dispatch of certificates, etc.) can be found in the Society s Reguations for Postgraduate Study. When candidates are assessed against the core functions experienced assessors wi consider if they have met the earning outcomes as we as the competences required for supervised practice which are as foows: Assessment Outcome Descriptors Competence Demonstrated: Competence Not Yet Demonstrated: This is at east as good as the genera eve of performance expected of the competent psychoogist. It refects a good match between the candidate s performance and their panned training objectives, where the candidate wi have undertaken an appropriate workoad and carried out the work competenty, such that they are fit to practice independenty and autonomousy as a practitioner psychoogist. This may refect some degree of concern over aspects of the candidate s performance. It may aso refect minor difficuties in severa areas or a major concern (not amounting to unprofessiona or unethica conduct). However, it may indicate serious concern about the candidate s performance. If major difficuties are described in more than one area specified by the subheadings or if conduct is unethica then this rating shoud be used. The reasons for the rating shoud be obvious from the written comments in the assessment report. If the assessors were to judge that a candidate s Portfoio of Competence did not meet the required standard, they might ask them to do one or more of the foowing: Re-submit one or more pieces of work Suppy additiona evidence Undergo a further period of supervised practice Conditiona Pass: Fai: This category wi be used in cases where the Workpace Evidence contains unacceptabe presentationa errors (e.g. speing/typing errors, formatting probems or omissions, inaccuracies in references, breaches in confidentiaity) that do not have a substantive bearing on the work pace submission. Such work wi need to be corrected and represented for checking by the Chief Assessor before the fina assessment decision can be awarded. There is insufficient evidence that the candidate has demonstrated competence in the core functions after the permissibe three submissions. The presentation of the Work Pace Evidence is inadequate with many errors and poory organised materia. 16

18 Appendix 2: SCQF Leve 12 Descriptors Assessors wi use the foowing descriptions of the categories for the outcome of assessment: Knowedge and Understanding Demonstrate: A critica overview of a subject/discipine/sector, incuding critica understanding of the principe theories, concepts and principes. A critica, detaied and often eading knowedge and understanding at the forefront of one or more speciaisms Knowedge and understanding that is generated through persona research or equivaent work that makes a significant contribution to the deveopment of the subject/ discipine/sector. Practice: Appied Knowedge, Skis and Understanding In using a significant range of the principa professiona skis, techniques, practices and/or materias associated with the subject/discipine/sector. In using and enhancing a range of compex skis, techniques, practices and/or materias that are at the forefront of one or more speciaisms. In appying a range of standard and speciaised research and/or equivaent instruments and techniques of enquiry. In designing and executing research, investigative or deveopment projects to dea with new probems and issues. In demonstrating originaity and creativity in the deveopment and appication of new knowedge, understanding and practices. To practice in the context of new probems and circumstances. Generic Cognitive Skis Appy a constant and integrated approach to critica anaysis, evauation and synthesis of new and compex ideas, information and issues. Identify, conceptuaise and offer origina and creative insights into new, compex and abstract ideas, information and issues. Deveop origina and creative responses to probems and issues. Dea with compex and/or new issues and make informed judgments in the absence of compete or consistent data/information. Communication, ICT and Numeracy Skis Use a wide range of routine skis and a significant range of advanced and speciaised skis as appropriate to a subject/discipine/sector, for exampe: communicate at an appropriate eve to a range of audiences and adapt communication to the context and purpose; communicate at the standard of pubished academic work and/or critica diaogue and review with peers and experts in other speciaisms; use a range of ICT appications to support and enhance work at this eve and specify software requirements to enhance work; criticay evauate numerica and graphica data. 17

19 Autonomy, Accountabiity and Working with Others Demonstrate substantia authority and exercise a high eve of autonomy and initiative in professiona and equivaent activities. Take fu responsibiity for own work and/or significant responsibiity for the work of others. Take significant responsibiity for a range of resources. Demonstrate eadership and/or originaity in tacking and resoving probems and issues. Practice in ways which are refective, sef-critica and based on research/evidence. Manage compex ethica and professiona issues and make informed judgments on new and emerging issues not addressed by current professiona and/or ethica codes or practices. 18